Pedagogies of Doing Good: Problematisations, Authorities, Technologies and Teleologies in Food Activism

Autor/inn/en	Flowers, Rick; Swan, Elaine
Titel	Pedagogies of Doing Good: Problematisations, Authorities, Technologies and Teleologies in Food Activism
Quelle	In: Australian Journal of Adult Learning, 52 (2012) 3, S.532-572 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1394
Schlagwörter	Foreign Countries; Foods Instruction; Adult Education; Activism; Prosocial Behavior; Health Promotion; Lifelong Learning; Adult Educators; World Views; Power Structure; Experiential Learning; Nutrition; Peer Teaching; Soil Science; Australia + Suchen Sie Ihr Suchwort? Ausland; Lebensmittelkunde; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Aktivismus; Politischer Protest; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Life-long learning; Lebenslanges Lernen; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; World view; Weltanschauung; Experiental learning; Erfahrungsorientiertes Lernen; Ernährung; Peer group teaching; Peer Group Teaching; Bodenkunde; Australien
Abstract	In this paper, we apply a framework from Nikolas Rose to analyse the politics of "doing good" in food activist education, what we call food pedagogies. We argue that a detailed exploration of food pedagogies has been neglected in adult education and in the growing field of food studies, in spite of the rapidly proliferating forms and site of food education, advice and learning in Australia and other countries. In contrast to other frameworks in adult education which focus on classifying approaches as behaviourist, humanist, progressive and radical, we deploy problematisations, technologies, authorities and teleologies. These latter "pathways" move away from an abstract idea of "power as property" and as coercive (Gore 1993) to an examination of "power as technique" and as productive. Drawing on qualitative data with three different types of food activist educators--a biodynamic educator, a health promotion managers and two farmer-activists, we show Rose's framework opens up our ideas about what can be seen as pedagogical to include the non-human and how adult educators authorise their claims to be doing good. We conclude by arguing that the differences in how each of these activists see food and health should not simply be seen as a difference in opinion but a difference in what Annemarie Mol (1999) calls ontological politics. In so doing, the paper contributes new findings and theorising on pedagogies to food studies, and a new analytic framework for analysing adult education approaches and in particular their claims to be "doing good." (Contains 2 tables.) (As Provided).
Anmerkungen	Adult Learning Australia. Level 1, 32 Northbourne Avenue, Canberra, ACT 2603, Australia. Tel: +61-02-6274-9515; Fax: +61-02-6274-9513; Web site: http://www.ala.asn.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10